A Brief Review of Teacher Education in the U.S. and China

By  Xiumei Feng, Zixia Yu, Yuan Pi
Received: 2009-9-19 / Accepted: 2010-2-6 / Published: 2010-4-30
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Abstract We compare the different teacher training models between China and the U.S. through their history of teacher education, including discussion of licensure/certificate requirements and the related content know-ledge in both countries are discussed in details. Comparison is made between the two countries with regard to current pre-college education factors such as the enrollments of students, the ratio of students to teachers, the percentage of qualified teachers and those with higher degrees. It is shown that, in China, teacher education is rather independent of other higher education systems, while in the U.S. the education departments/colleges of comprehensive universities are responsible for teacher education. Though these two countries agree that teacher education should contain both academic quality and rigorous professional education, their emphases vary in practice. Chinese teacher education programs focus more deeply on the major’s content knowledge. American graduates by comparison have broader knowledge coverage outside of their major in education. The student to teacher ratio is higher in China, and the percentage of qualified teachers or those with higher degrees in China is lower compared to that in the U.S.; however, American teachers are more likely to be assigned to teach out-of-field subjects. [More...]

New Curriculum Reform and its Impact on the National University Entrance Examination System in China—an Example in Physics

By  Yibing Zhang, Xiang Gao, Cheng Wang
Received: 2010-1-3 / Accepted: 2010-4-30 / Published: 2010-4-30
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Abstract China is experiencing its eighth basic education curriculum reform, and the “curriculum standard” is a symbol of this innovation. One feature of the curriculum standard is to challenge the previous model of unified courses. Students can now select some elective courses to pursue their own learning interests. Along with this innovation, the National University Entrance Examination (NUEE) programs have been appropriately adjusted, so that experimental areas implementing the new curriculum standard may develop NUEE schemes based on local conditions and can also develop their own examination questions. This paper focuses on the implementation of the curriculum standard in physics. We examine the features of the physics NUEE programs among 11 curriculum reform areas in 2009 and analyze the impacts of physics curriculum reform to the physics entrance examination system. [More...]

Research in Physics Education, the Early Years

By  Arnold B. Arons
Received: 2010-1-6 / Accepted: 2010-3-18 / Published: 2010-4-30
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Abstract Based on the paper presented at the Physics Education Research Conference, Nebraska-Lincoln, 1998. Published under the permission by Robert G. Fuller, Emeritus Professor of Physics, University of Nebraska-Lincoln. [More...]